Week 2 (8.27-8.31)

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Monday, August 27th

  1. Review Classroom Covenant / Procedures
  2. World Continents & Oceans Quiz / Enlightenment Pre-Test:
    Oceans, Continents, Enlightenment Quiz.docx

HOMEWORK: You can always review class notes!

Tuesday, August 28th

Indicator 1: Explain how various systems of governments acquire, use and justify their power: absolute monarchies
Indicator 2: Analyze the purposes, structures and functions of various systems of government including: absolute monarchies
  1. WARMUP: In writing, describe the picture below in as much detail as possible
  2. Discuss Indicator (Students ACQUIRE candy for answering questions correctly) / Introduce the Systems of Government Poster
  3. What did you see in the picture below?
  4. Using wordcentral.com, as a class:
    • Define "hereditary"
    • Define "absolute"
    • Define "mono"
    • Define "archy"
    • Define "divine"
  5. As a class, create a definition for absolute monarch: A (blankety) (blank) who has (blankety) (blank).

HOMEWORK: Study for definitions quiz

Click on the link to read more information and watch a video about Louis XIV: Biography.com/LouisXIV

Louis XIV 2.jpg


Wednesday, August 29th

Indicator 1: Explain how various systems of governments acquire, use and justify their power: absolute monarchies
Indicator 2: Analyze the purposes, structures and functions of various systems of government including: absolute monarchies

  1. Definitions Quiz
  2. Class Activity; Advantages of an Absolute Monarchy:
    • Assign an Absolute Monarch (Big Crown) and their Successor (Little Crown)
    • I'm going to time you to see how long it takes the class to decide who gets all of the candy...(clarity of power)
    • I'm going to time the Absolute Monarch to see how long it takes him/her to make a decision...(clarity of power)
    • Someone tries to come in and seize all of the candy...(quickly makes military decisions)
    • The Absolute Monarch dies...(automatic succession)
  3. Class Activity; Disadvantages of an Absolute Monarchy:
    • How old was Louis XIV when he became King? How old was Louis XV when he became King? (under-qualified)
    • Give the Monarch and his Successor all of the candy; You can keep it for you and your family or give it away (rules in his/her own interest)
    • If you have all of the candy, are you going to make a change any time soon? (slow to change according to needs)
    • What if the Absolute Monarch decides to throw all of the candy away? (Monarchs can rule in a destructive manner)
      • "By the 1680s, Louis XIV had begun to generate public hostility, due, in part, to his efforts to establish religious uniformity throughout France. The king was a devout Catholic....Under the Edict of Fontainebleau, Louis XIV orchestrated the destruction of Protestant churches and schools throughout France and forced all children to be educated and baptized as Catholics. The revocation and the new edict served to alienate Protestants, prompting many to leave France and seek religious freedom elsewhere." -biography.com

HOMEWORK: Reflection; Using your notes and the above passage, in one page, discuss whether or not you would want to live under the control of an Absolute Monarch. Why or Why not?

Thursday, August 30th

Indicator: Explain how Enlightenment ideas produced enduring effects on political, economic and cultural institutions, including challenges to religious authority, monarchy and absolutism.
  1. WARMUP: Discussion; Would you want to live under the rule of an Absolute Monarch? (Collect Absolute Monarch Reflection)
  2. Discuss Indicator
  3. An Introduction to the Enlightenment PPT:
    The Enlightenment (NEW).pptx
  4. Introduce Group Assignment:
  5. Introduce UNRAAVEL:

HOMEWORK: You can always review class notes!

Friday, August 31st

Indicator: Explain how Enlightenment ideas produced enduring effects on political, economic and cultural institutions, including challenges to religious authority, monarchy and absolutism.
  1. WARMUP: Review the UNRAAVEL process:
    UNRA(A)VEL.pdf
  2. Get into groups and use the UNRAAVEL process to answer questions about your Enlightenment Philosopher
  3. As a group, decide what materials you will need for your poster
  4. As a group, decide who will work on each section of the poster
    • When was he born? When did he die?
    • Where was he born? Where did he live? (maps)
    • Describe his main ideas / philosophies
    • Describe his most important work
  5. Monday (in class): Groups will work on posters
  6. Tuesday (in class): Groups will finish their posters
  7. Wednesday (in class): Groups will present their Enlightenment Philosopher posters

HOMEWORK: Gather materials needed for poster / Gather images needed for poster